Josh Nieves-Hurley
Dr. Sherry
Foundations of College Writing
During the past semester, I took Foundations of College Writing with Dr. Sherry. While taking this class, we learned how to gather information and decide how to best share this information, depending on the audience we were catering to. With this, we had specific goals that we were trying to reach, and this portfolio will show how I personally strived to complete each goal. In the first project, I completed a research paper on how athletics affect GPA. With the second project, I took my findings from the first project and learned how to transform them into different genres to tend to different audiences. Finally, in the last project, I discussed what I felt it meant to be educated and why I thought what I did.
Goal A. Students will be able to compose for particular audiences and purposes.
This goal states that we will be able to transform information into ways that can be understood by the viewer. I have gained a lot of knowledge on how to do this through all of our work on the EAR project. For this goal I chose to share my work on the first part of the ear project. For this, I created a flyer to try and get college freshman to join sports teams. In doing this, I basically told them only what they would want to hear, leaving out the bad stuff. I tried to provide some benefits of why this might be a good idea in hopes that they would want to join.
Goal B. Students will be able to compose using language and conventions appropriate to genre.
This goal states that we will be able to create or present using the styles and rules of the form we are choosing to display our information. Using the EAR project as an example again, I made sure that the amount of information, pictures, or colors was appropriate for whichever genre I was using and who I was using it for. For example, in my EAR 2 (brochure) I made sure to put a bit more information than I did in my EAR 1. This was because the audience of my EAR 2 were parents.
My EAR 1 could be used as an example in this too. Since the audience was a bit younger, I decided not to use as much information. Younger people tend to not want to read as much and get bored quickly. I also decided to use bright colors to grab their attention.
Goal C. Students will be able to read, select, and use evidence critically to formulate and support arguments.
This goal states that we will be able to identify and utilize information to help support a point. Over the course of this class we worked on this a lot, but I chose to share it through my CLUE project. This is where I first learned about the 3 INs, which are Introduce, Insert, and Interpret. In the CLUE paper we were required to label where we had shown these 3 INs. This made it easier for the viewer to find information and specific point more easily and efficiently.
Goal D. Students will be able to interpret and compose in a variety of media and print/non-print genres.
This goal states that we will be able to read and create in various ways using various forms. This goal was achieved through all of the work in the EAR project. Before anything, we had to first really understand our work in the CLUE project. After this we had to pick genres that would best fit the audience and purpose we were trying to get across. For this, we had to be experts on each genre and know exactly what kind of effect we wanted to have on our audience. To share my personal work, I will show each of my EAR models. In EAR 1, I showed that I could turn my information into a way to promote athletic participation among new college students through flyers. In EAR 2, I showed that I could turn my information into a brochure to inform parents about what is really going to happen if they let their children participate in athletics. In EAR 4, I showed one of the common stereotypes of student athletes and tried to make fun of it. This stereotype was that the student athletes don't ever do their work because the tutors will just do it for them.
Goal E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
This goal states that we will be able to make revisions to our work both by ourselves and with others. We did a lot of this through making rough drafts and coming in to review them with others in the class. Along with this, Dr. Sherry would then give us his own suggestions on what we could to make our papers better. We also had to look at the checklist sheet and decide which suggestions we wanted to take in and what changes we wanted to make for our final drafts. The peer reviews really helped because I got to hear other peoples ideas, which allowed for a potentially more creative project. Also, Dr. Sherry's opinions were very important as well because he is the expert on what needs to be changed in order to accomplish your project goal.
Peer Review:
The peer reviews really helped me to see what I should be doing and helped to give me better understanding of the structure of the projects. For example, by reading other people's Clue papers, I was able to see how to organize all of my information more efficiently.
Though I didn't realize it at the time, I have learned a lot and reached all of these goals through taking Foundations of Writing with Dr. Sherry. These are great goals to try and accomplish throughout the class, as they help you to both receive and convey information in various forms. I know I will be able to use all of these principles and rules in future assignments and projects in my life.
Hurley Portfolio
Josh Nieves-Hurley
Dr. Sherry
Foundations of College Writing
During the past semester, I took Foundations of College Writing with Dr. Sherry. While taking this class, we learned how to gather information and decide how to best share this information, depending on the audience we were catering to. With this, we had specific goals that we were trying to reach, and this portfolio will show how I personally strived to complete each goal. In the first project, I completed a research paper on how athletics affect GPA. With the second project, I took my findings from the first project and learned how to transform them into different genres to tend to different audiences. Finally, in the last project, I discussed what I felt it meant to be educated and why I thought what I did.
Goal A. Students will be able to compose for particular audiences and purposes.
This goal states that we will be able to transform information into ways that can be understood by the viewer. I have gained a lot of knowledge on how to do this through all of our work on the EAR project. For this goal I chose to share my work on the first part of the ear project. For this, I created a flyer to try and get college freshman to join sports teams. In doing this, I basically told them only what they would want to hear, leaving out the bad stuff. I tried to provide some benefits of why this might be a good idea in hopes that they would want to join.
My Flyer:
Goal B. Students will be able to compose using language and conventions appropriate to genre.
This goal states that we will be able to create or present using the styles and rules of the form we are choosing to display our information. Using the EAR project as an example again, I made sure that the amount of information, pictures, or colors was appropriate for whichever genre I was using and who I was using it for. For example, in my EAR 2 (brochure) I made sure to put a bit more information than I did in my EAR 1. This was because the audience of my EAR 2 were parents.
My Brochure:
My EAR 1 could be used as an example in this too. Since the audience was a bit younger, I decided not to use as much information. Younger people tend to not want to read as much and get bored quickly. I also decided to use bright colors to grab their attention.
My Flyer:
Goal C. Students will be able to read, select, and use evidence critically to formulate and support arguments.
This goal states that we will be able to identify and utilize information to help support a point. Over the course of this class we worked on this a lot, but I chose to share it through my CLUE project. This is where I first learned about the 3 INs, which are Introduce, Insert, and Interpret. In the CLUE paper we were required to label where we had shown these 3 INs. This made it easier for the viewer to find information and specific point more easily and efficiently.
My CLUE Paper:
Goal D. Students will be able to interpret and compose in a variety of media and print/non-print genres.
This goal states that we will be able to read and create in various ways using various forms. This goal was achieved through all of the work in the EAR project. Before anything, we had to first really understand our work in the CLUE project. After this we had to pick genres that would best fit the audience and purpose we were trying to get across. For this, we had to be experts on each genre and know exactly what kind of effect we wanted to have on our audience. To share my personal work, I will show each of my EAR models. In EAR 1, I showed that I could turn my information into a way to promote athletic participation among new college students through flyers. In EAR 2, I showed that I could turn my information into a brochure to inform parents about what is really going to happen if they let their children participate in athletics. In EAR 4, I showed one of the common stereotypes of student athletes and tried to make fun of it. This stereotype was that the student athletes don't ever do their work because the tutors will just do it for them.
My Flyer:
My Brochure:
My Satire:
Goal E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
This goal states that we will be able to make revisions to our work both by ourselves and with others. We did a lot of this through making rough drafts and coming in to review them with others in the class. Along with this, Dr. Sherry would then give us his own suggestions on what we could to make our papers better. We also had to look at the checklist sheet and decide which suggestions we wanted to take in and what changes we wanted to make for our final drafts. The peer reviews really helped because I got to hear other peoples ideas, which allowed for a potentially more creative project. Also, Dr. Sherry's opinions were very important as well because he is the expert on what needs to be changed in order to accomplish your project goal.
Peer Review:
The peer reviews really helped me to see what I should be doing and helped to give me better understanding of the structure of the projects. For example, by reading other people's Clue papers, I was able to see how to organize all of my information more efficiently.
Dr. Sherry's Checklist:
Though I didn't realize it at the time, I have learned a lot and reached all of these goals through taking Foundations of Writing with Dr. Sherry. These are great goals to try and accomplish throughout the class, as they help you to both receive and convey information in various forms. I know I will be able to use all of these principles and rules in future assignments and projects in my life.